Impact of Pupil Premium Allocation 2014-15

Funding for the current academic year was £220,255.

Item/Project Cost Objective Evidence Link Impact

Overstaffed and recruited experienced KS2 teacher

£40,000 To develop literacy across the KS3 curriculum. To support the appropriate pitch and challenge across KS3/ supporting smoother transitions

Mastery approach EEF

A greater understanding of the KS2 curriculum in English has supported the progress of PP eligible learners in English in Y7, reducing the gap between PP and NPP learners in Y7. There has also been a significant improvement in the pitch and challenge of lessons at KS3

Nurture Provision at KS3

£30,000 To develop basic skills for a number of LAP PP eligible learners. To build confidence and self esteem

SEL basic skills development

Increased numbers of Nurture learners now accessing mainstream lessons. Annual review meetings indicate learners exhibiting greater self-confidence and self esteem

Short Stay School

£30,000 Specific behaviour intervention for learners who would be at risk of exclusion

Behaviour intervention. 1:1 Support

Reduction in the number of exclusions through accessing short stay school provision and mentoring and behaviour

interventions

PALs Coordinator

£20,000 Specific behaviour intervention and support. Support to families and attendance officer.

Behaviour intervention. 1:1 Support

Reduction in PA and increased overall attendance through targeted support, mentoring and counselling

Maths and English support staff

£20,000 To provide specific and targeted intervention to identified learners in English and Maths

1:1, Small group tutoring

Gap in expected progress in English between PP and NPP learners narrowed from 30% in 2014 to 12% in 2015. Gap between PP and NPP learners progress in Maths is narrower than National

Enhanced data system and CPD

£10,000 To make data and tracking of PPG eligible learners more accessible to all staff.

1:1 intervention, Feedback

Introduction of the “Peter Atherton” data analysis tool. Learner progress data is more accessible to mentors leading to greater targeted intervention closing the gaps between the attainment and progress of PP and NPP learners

Specific Maths CPD – RAMP. Support from Notre Dame SY Maths Hub

£10,000 To improve the quality of teaching and feedback in Maths.

Improving the quality of Wave 1 Teaching.

Introduction of Rainbow connect activities levelled to specific learners. Improved use of formative

assessment across the maths department. Improved presentation and feedback in work scrutiny. This resulted in an uplift o predicted 20% 3LP in December 2014 to 40 3LP in Maths.

1:1 Intervention – Maths and English

£10,000 Targeted intervention in English and Maths in Y11 and Y7.

1:1, Small group tutoring

Experienced Maths teacher (former Maths CTL) bought in to target specific learners including LAC. Gap in expected progress in English between PP and NPP learners narrowed from 30% in 2014 to 12% in 2015. Gap between PP and NPP learners progress in Maths is narrower than National

Extra curricula activity lined to raising aspiration – STEM, SHU, Arts Participation.

£5000 Offer a wider range of opportunities to access extra curricula aspiration activity. Proving the opportunity to work with external artists working across a range of themes.

Aspiration activity.

Arts Participation.

Work with local artist and photographer Jane Hewitt. Learners leading activities with Primary pupils in Science CSI Day. Visits to Barnsley College/Shelly/Pontefract New College. No NEETS recorded 2014/15.

CPD linked to developing highly effective assessment and feedback

£2000 Specific whole school CPD on assessment and feedback.

Feedback. Feedback across school has improved significantly. The focus on feedback and AfL has supported the accelerated progress in KS4 in 2014/15

Kagan Structures CPD

£2000

Specific whole school CPD on Cooperative learning.

Collaborative/ Cooperative learning.

Kagan structures are becoming embedded in classroom practice giving learners opportunities to develop self confidence and self esteem.

Investment in mobile devices to support personalisation

£20,000 Developing the use of mobile devices across school to support engagement but allow for more effective flexible grouping and differentiation.

Personalisation Mobile devices have supported the development of flexible grouping enabling teachers to plan tasks and activities that support stretch and support.

CPD to develop literacy across the curriculum

£4000 Developing Reading comprehensions skills and a more consistent approach to the teaching of writing.

Reading comprehension and literacy strategies.

Y7 and Y8 have been focus of these strategies that have included individual intervention and Wave 1 teaching practices. As a result the gap between the progress of PP and NPP learners in English has narrowed.

Summer School planned for targeted Y7

£25,000 To engage in arts participation and STEM activities.

Summer School.

Summer School was attended in the

MAP/HAP focusing on STEM subjects

Support development of key Science/Maths skills.

Support effective transition.

Transition activity

weeks beginning 20th July and was attended by some of our most vulnerable Y7 learners. Activities were planned around a 'Carnival' theme and aimed to develop BLP skills including supporting and establishing friendship groups. Learners took part in a final circus workshop on the Friday where they could showcase their talents and skills. Many who were shy at the beginning of the week were able to perform and join in. There have been no reported incidents with learners who attended the sessions- a real positive as there were a few with concerns reported from Primary school

Total £230,000